입문기 초임교사들이 겪는 어려움과 입문과정에 대한 인식 = (A) research on the difficulties faced with beginning teachers on induction period and recognition of the induction program

다국어 초록 (Multilingual Abstract)

A. The purpose of study
The purpose of this study is to thoroughly understand the difficulties confronted with beginning teachers when they step on a first stage of teaching profession, and to investigate the procedure that they find a way out of their difficulties. The research was also implemented by grasping their recognition to the induction course. From this study, the research would propose to improve educational processes in the university of education and at the department of elementary education in universities, which are taking charge of an induction course, and also provide an awareness to the induction course at provincial office of education or to the administration support at each school.
Through the research, two major research questions are as follows.
The first question is what the difficulties faced with beginning teachers are, and how they overcome that problem.
The second question is how the beginning teachers recognize their induction prpgram.
B. The method of study
In order to look into this study minutely, domestic literatures, described the real picture or problems and that solutions about teaching profession adaptation, have been reviewed. And the regions of teaching adaptation were selected with 3 areas as a classroom management, an administration work, and a relationship with people. There are 10 participants consists of beginning teachers at elementary schools in Daejeon city, Korea. For the purpose of implementing to this study, analyzing responded question sheets, in-depth interviewing, and individual telephone interviewing were used as a research method.
C. The result of study
First, the difficulties and solutions to the problems confronted with beginning teachers are as follows.
In classroom management area, the beginning teachers have had difficulties in self-confident about their curriculum arrangements, and in lack of their student control method or consultation skills. In Administration work area, they have had trouble with an oppressive feeling to doing affairs of division and the absence of information related to cultural isolation at school. In human relationship area, the beginning teachers have had a hard time to meet other teachers who gave always one-sided advice and let them do chores with all the thing in a school. And they also have had a difficulty with students' parents of doing selfish action. To solve these problems, the beginning teachers usually get some advice from their leaders and colleagues. Besides, they are searching for a solution with related books, internet information, or following an example of their model.
Second, most of the beginning teachers are have a negative view at the induction course in teacher training course and the schools' course. The problem in the induction course is a system which primarily do with a theoretical study and a practicing only with a teaching system. And there is no proper instructions or training system in each school.
D. The conclusion of study
The conclusion based on the results is as follows.
First, the instruction or support systems are urgent.
Second, in order to help adapting beginning teachers, the mentor system should be used actively at each school.
Third, the agencies which take charge of adaptation of beginning teachers should develop a induction program reflected to difficulties and demands for beginning teachers.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 초임교사에 관한 이해 = 5
• 가. 초임교사의 특징 = 5
• 나. 교직 적응의 영역 = 6
• 다. 교직 발달 단계 = 7
• 2. 입문교육에 관한 이해 = 8
• 가. 입문교육의 개념 = 8
• 나. 입문교육의 중요성 = 8
• 3. 선행 연구의 검토 = 9
• 가. 교직 적응에 관한 연구 = 9
• 나. 지원방안에 관한 연구 = 10
• 다. 입문과정에 관한 연구 = 11
• Ⅲ. 연구방법 = 14
• 1. 연구대상 교사의 선정 = 14
• 2. 연구기간 = 18
• 3. 자료수집 = 18
• 4. 자료처리 및 분석 = 21
• 5. 타당도 작업 = 22
• 6. 윤리적 고려 = 24
• 7. 실재적 이야기하기 = 25
• Ⅳ. 입문기 초임교사의 어려움과 대처방식 = 26
• 1. 학급경영 영역 = 26
• 가. 교육이 일어나고 있는지에 대한 확신의 부재 = 26
• 나. 학생들에 대한 환상의 깨짐 = 30
• 2. 행정업무 영역 = 31
• 가. 업무에 대한 부담감과 증압감 = 32
• 나. 고립감으로 표현되는 교직문화 = 33
• 3. 인간관계영역 = 37
• 가. 동료가 아닌 감독자 = 37
• 나. 초임교사에게 가장 어려운 대상 = 40
• Ⅴ. 입문기 초임교사들이 인식하는 입문과정 = 43
• 1. 교사양성기관 = 43
• 가. 실제와 괴리된 교과교육 = 43
• 나. 주제에 맞지 않는 실습 = 44
• 2. 교육청의 신규 임용 예정교사 직무 연수 = 45
• 가. 학교 현장의 생생한 목소리 = 45
• 나. 학급 담임 위주의 내용 편성 = 47
• 3. 단위학교 = 47
• 가. 방임(체계적인 치원체제의 전무) = 48
• 나. 허울뿐인 멘터링 = 49
• Ⅵ. 논의 및 시사점 = 50
• Ⅶ. 요약, 결론 및 제언 = 54
• 1. 요약 = 54
• 가. 연구의 목적 = 54
• 나. 연구의 방법 = 54
• 다. 연구 결과 = 54
• 2. 결론 = 55
• 3. 제언 = 57
• 참고문헌 = 58
• ABSTRACT = 61
• 부록 = 64